Difference between revisions of "Characteristics of Living Organisms"
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==Concept #1 - Organism and its characteristics == | ==Concept #1 - Organism and its characteristics == | ||
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===Learning Objectives=== | ===Learning Objectives=== | ||
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=== Activity 1: Characteristics of Living Beings === | === Activity 1: Characteristics of Living Beings === | ||
| − | + | *'''Estimated time''' - 80 minutes | |
| − | * | ||
*Materials required: Pen and work sheet (Note book). | *Materials required: Pen and work sheet (Note book). | ||
*Process" - Group work | *Process" - Group work | ||
| + | Raksha and Tilak had visited many places with their parents | ||
| + | during vacation. During their stay in grandparents house in Ankola, | ||
| + | they could visit sea shore, and collected sea shells. They saw | ||
| + | variety of fishes, crabs, aquatic plants, mountains nearby with | ||
| + | plants of different structures and shapes. They also saw thick | ||
| + | forests on their way to their uncle's place -Dandeli. In another trip | ||
| + | to Rajasthan, they came across very less plants and the structure of | ||
| + | these plants were different compared to plants in their native place | ||
| + | . They traveled on camel on hot sand and collected various cactus | ||
| + | plants. They felt very hot in this area. But during their visit to | ||
| + | northern part of India, they felt very cold, and found trees with | ||
| + | very thin leaves and also the animals here were different . They | ||
| + | wondered and discussed about the various living beings they came | ||
| + | across during their travel. They were more surprised when they saw | ||
| + | small creatures like spider and silver fish between books in their | ||
| + | cupboard. Raksha started thinking why so many varieties of living | ||
| + | beings are there on this earth? and started collecting information | ||
| + | of these living beings. These are called organisms. She found that | ||
| + | there are tiny organisms also and all these living creatures are | ||
| + | grouped by different scientists on the basis of their habitat (place | ||
| + | they are found), their shapes structure and functions. She started to | ||
| + | ask more questions about the organisms and discussed with her brother | ||
| + | Tilak and also with elders about diversity of living organisms on | ||
| + | this earth. Her teacher told her that she cannot understand all the | ||
| + | types of organisms, their classification , structure and functions at | ||
| + | a stretch and as she proceeds to higher classes she can study in | ||
| + | detail about them. | ||
| + | |||
| + | |||
*Developmental questions - Ask the students to document living organisms | *Developmental questions - Ask the students to document living organisms | ||
| + | |||
| + | With a narrative like this, the teacher can develop a lesson using | ||
| + | the inquiry-based approach. Some of the questions that could guide | ||
| + | this inquiry are: | ||
| + | |||
| + | |||
| + | # There are many living things around us. Are they all alike? Do you find them only on land? | ||
| + | # Which are the places they grow? What are these living creatures called ? | ||
| + | # How are they different from non-living things? | ||
| + | # How do these living things interact with non-living things and each other? | ||
| + | # What is the behavior of each of these? | ||
| + | # How do they grow in size? How do they become more or less in number? | ||
| + | |||
| + | |||
| + | |||
Revision as of 18:40, 6 December 2013
| Philosophy of Science |
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Teaching Outlines
Concept #1 - Organism and its characteristics
Learning Objectives
- To observe and record characteristics of living beings (this topic is already introduced in lower classes)
- To develop skills of observation and classification
Notes for teachers
- All organisms reproduce
- There are patterns of responsiveness and behavior
- There are geographic areas in which organisms live
- Organisms try to maintain order through self regulation
An organism is any contiguous living creature which is capable of breathing, response to stimulus, reproduction, excretion, growth and development and maintenance of homeostatis as a stable whole. An organism may be unicellular (single celled) or multi cellular( many cells). The surrounding where the organisms live is called habitat.
Activity 1: Characteristics of Living Beings
- Estimated time - 80 minutes
- Materials required: Pen and work sheet (Note book).
- Process" - Group work
Raksha and Tilak had visited many places with their parents during vacation. During their stay in grandparents house in Ankola, they could visit sea shore, and collected sea shells. They saw variety of fishes, crabs, aquatic plants, mountains nearby with plants of different structures and shapes. They also saw thick forests on their way to their uncle's place -Dandeli. In another trip to Rajasthan, they came across very less plants and the structure of these plants were different compared to plants in their native place . They traveled on camel on hot sand and collected various cactus plants. They felt very hot in this area. But during their visit to northern part of India, they felt very cold, and found trees with very thin leaves and also the animals here were different . They wondered and discussed about the various living beings they came across during their travel. They were more surprised when they saw small creatures like spider and silver fish between books in their cupboard. Raksha started thinking why so many varieties of living beings are there on this earth? and started collecting information of these living beings. These are called organisms. She found that there are tiny organisms also and all these living creatures are grouped by different scientists on the basis of their habitat (place they are found), their shapes structure and functions. She started to ask more questions about the organisms and discussed with her brother Tilak and also with elders about diversity of living organisms on this earth. Her teacher told her that she cannot understand all the types of organisms, their classification , structure and functions at a stretch and as she proceeds to higher classes she can study in detail about them.
- Developmental questions - Ask the students to document living organisms
With a narrative like this, the teacher can develop a lesson using the inquiry-based approach. Some of the questions that could guide this inquiry are:
- There are many living things around us. Are they all alike? Do you find them only on land?
- Which are the places they grow? What are these living creatures called ?
- How are they different from non-living things?
- How do these living things interact with non-living things and each other?
- What is the behavior of each of these?
- How do they grow in size? How do they become more or less in number?
Learning objectives
Notes for teachers
These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ simulations
- Process (How to do the activity)
- Developmental Questions (What discussion questions)
- Evaluation (Questions for assessment of the child)
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ simulations
- Process (How to do the activity)
- Developmental Questions (What discussion questions)
- Evaluation (Questions for assessment of the child)
- Question Corner
Concept #
Learning objectives
Notes for teachers
These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ simulations
- Process (How to do the activity)
- Developmental Questions (What discussion questions)
- Evaluation (Questions for assessment of the child)
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ simulations
- Process (How to do the activity)
- Developmental Questions (What discussion questions)
- Evaluation (Questions for assessment of the child)
- Question Corner
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